Understanding the beliefs of preservice teachers is an important area to investigate in the teacher education process. This article examines the relationship between preservice teachers’ beliefs pertaining to diversity and urban schooling and how these inclinations contribute to a commitment to teaching urban students. Canonical correlation analysis was used to identify profiles of preservice teachers who exhibited varying degrees of interest to teach in urban schools. The statistical analysis provides a range of positive and negative attitudinal inclinations toward urban teaching. It is important to examine preservice teacher beliefs to benefit students in urban schools especially in light of prevailing teacher attrition.
BanksJ. A.BanksC. A. M. (2007). Multicultural education: Issues & perspectives (6th ed.). New York, NY: Wiley.
7.
BanksJ. A.Cochran-SmithM.MollL.RichertA.ZeichnerK.LePageP.McDonaldM. (2005). Teaching diverse learners. In Darling-HammondBransfordJ. (Eds.), Preparing teachers for a changing world (pp. 232-274).San Francisco, CA: Jossey-Bass.
8.
BlanchettW. J.KlingnerJ. K.HarryB. (2009). The intersection of race, culture, language, and disability: Implications for urban Education. Urban Education, 44, 389-409. doi:10.1177/0042085909338686
9.
BransfordJ.Darling-HammondL.LePageP. (2005). Introduction. In Darling-HamnmondBransfordJ., (Eds.), Preparing teachers for a changing world(pp. 1-39). San Francisco, CA: Jossey-Bass.
10.
BrantmeierE. J.AragonA.YoderB. (2009). Multicultural peace education: Empowering pre-service teachers toward a paradigm of social justice beyond colorblindness. In Ndura-OuédraogoE.AmsterR. (Eds.), Building cultures of peace: Transdisciplinary voices of hope and action (pp. 8-27). Newcastle upon Tyne, UK: Cambridge Scholars.
11.
BurkholderZ. (2007). Because race can’t be ignored. Education Week, 27(9), 29-31.
12.
ByranJ. (2005). Fostering educational resilience and achievement in urban schools through school-family-community partnerships. Professional School Counseling, 8, 219-227.
13.
ColasantiK.WrightW.ReauB. (2009). Extension, the land-grant mission, and civic agriculture: Cultivating change. Journal of Extension, 47(4), 1-10.
14.
CooperR.JordanW. J. (2003). Cultural issues in comprehensive school reform. Urban Education, 38, 380-397. doi:10.1177/0042085903254967
CrossB. (2003). Learning or unlearning racism: Transferring teacher education curriculum to classroom practices. Theory Into Practice, 42, 203-209.
17.
CulpepperS. A. (2009). A multilevel approach for nonlinear profile analysis of dichotomous data. Multivariate Behavioral Research, 44, 646-667.
18.
Darling-HammondL.BransfordJ. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
19.
DavisonM. L.DavenportE. C.Jr.(2002). Identifying criterion-related patterns of predictor scores using multiple regression. Psychological Methods, 7, 468-484.
20.
DavisonM. L.GasserM.DingS. (1996). Identifying major profile patterns in a population: An exploratory study of WAIS and GATB patterns. Psychological Assessment, 8, 26-31.
21.
DeeJ. R.HenkinA. B. (2002). Assessing dispositions toward cultural diversity among preservice teachers (EJ660345). Urban Education, 37(1), 22-40.
22.
DelpitL. (1995). Educating other people’s children: Cultural conflict in the classroom. New York, NY: New Press.
23.
DilworthM. (1989). Recruitment: The good news and the bad news on the teaching profession. In GaribaldiA. M. (Ed.), Teacher recruitment and retention: With a special focus on minority teachers (pp. 8-11). Washington, DC: National Education Association.
24.
EnterlineS.Cochran-SmithM.LudlowL.MitescuE. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267-290. doi:10.1080/15476880802430361
25.
FanX.WangL. (1996). Comparability of jackknife and bootstrap results: An investigation for a case of canonical correlation analysis. Journal of Experimental Education, 64, 173-189.
26.
FitchettP. G.StarkerT. V.SalyersB. (2012). Examining culturally responsive teaching self-efficacy in a preservice social studies education course. Urban Education, 47, 585-611. doi:10.1177/0042085912436568
27.
FosterM. (1993). Educating for competence in community and culture: Exploring the views of exemplary African-American teachers. Urban Education, 27, 370-394.
28.
GarmonM. A. (2004). Changing preservice teachers’ attitudes/beliefs about diversity: What are the critical factors?Journal of Teacher Education, 55, 201-213. doi:10.177/0022487104263080
29.
GarmonM. A. (2005). Six key factors for changing preservice teachers’ attitudes/beliefs about diversity. Educational Studies, 38, 275-286. doi:10.1207/s15326993es3803_7
30.
GayG. (2010). Culturally responsive teaching: Theory, research and practice. New York, NY: Teachers College Press.
31.
GoldhaberD. D.BrewerD. J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129-145.
32.
GoldsteinL. S.LakeV. E. (2003). The impact of field experience on preservice teachers’ understandings of caring. Teacher Education Quarterly, 30(3), 115-132.
33.
GoodwinA. L. (1997). Multicultural stories: Preservice teachers’ conceptions of and responses to issues of diversity. Urban Education, 32, 117-145.
34.
GorskiP. (2008). The myth of the “culture of poverty.”Educational Leadership, 65(7), 32-36.
35.
GroulxJ. G. (2001). Changing preservice teacher perceptions of minority schools. Urban Education, 36(1), 60-92. doi:10.1177/0042085901361005
36.
HollinsE.GuzmanM. (2005). Research on preparing teachers for diverse populations. In Cochran-SmithM.ZeichnerK. M. (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 477-548). Mahwah, NJ: Lawrence Erlbaum.
37.
HuntJ. B.CarrollT. G. (2003). No dream denied: A pledge to America’s children (Summary Report). Washington, DC: National Commission on Teaching and America’s Future (NCTAF).
JohnsonD. E. (1998). Applied multivariate methods for data analysts. Belmont, CA: Duxbury Press.
40.
KaganD. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-169.
41.
KozolJ. (2005, September1). Still separate, still unequal: America’s Educational Apartheid. Harper’s Magazine, 311(1864), 41-54.
42.
KumashiroK. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25-53.
43.
KylesC. R.OlafsonL. (2008). Uncovering preservice teachers’ beliefs about diversity through reflective writing. Urban Education, 43, 500-518. doi:10.1177/0042085907304963
44.
Ladson-BillingsG. (1994). The dreamkeepers, successful teachers of African American children. San Francisco, CA: Jossey-Bass.
45.
Ladson-BillingsG. (2006). “Yes, but how do we do it?”: Practicing culturally relevant pedagogy. In LandsmanJ.LewisC. (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism (pp. 29-42). Sterling, VA: Stylus.
46.
LelandC. H.HarsteJ. C. (2005). Doing what we want to become: Preparing new urban teachers. Urban Education, 40, 60-77. doi:10.1177/0042085904270374
47.
LockeS. (2005). Institutional social and cultural influences on the multicultural experiences of preservice teachers. Multicultural Perspectives, 7, 257-270.
48.
LudlowL.EnterlineS.Cochran-SmithM. (2008). Learning to teach for social justice: An application of Rasch measurement principles. Measurement and Evaluation in Counseling and Development, 40, 194-214.
49.
MasonT. (1997). Urban field experiences and prospective teachers’ attitudes toward inner-city schools. Teacher Education Quarterly, 24, 29-40.
50.
MasonT. (1999). Prospective teachers’ attitudes toward urban schools: Can they be changed?Multicultural Education, 6(4), 9-13.
51.
McDermottP. C.RothenbergJ. J.GormleyK. A. (1999). The impact of community and school practice on new urban teachers. Educational Forum, 63, 180-185.
52.
MilnerR. H. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41, 343-375. doi:10.1177/0042085906289709
53.
MilnerR. H. (2012). Challenges in teacher education for urban education. Urban Education, 47, 700-705. doi:10.1177/0042085912452098
54.
MilnerH. R.TenoreF. B. (2010). Classroom management in diverse classrooms. Urban Education, 45, 560-603. doi:10.1177/0042085910377290
MurnaneR. J.SingerJ. D.WillettJ. B.KempleJ. J.OlsenR. J. (1991). Who will teach? Policies that matter. Cambridge, MA: Harvard University Press.
57.
MuseusS. (2008). The model minority and the inferior minority myths: Understanding stereotypes and their implications for student learning. About Campus, 13(3), 2-8. doi: 10.1002/abc.252
58.
NadelsonL. S.BohamM. D.Conlon-KhanL.FuentealbaM. J.HallC. J.HoetkerG. A.ZenkertA. J. (2012). A shifting paradigm: Preservice teachers’ multicultural attitudes and efficacy, Urban Education, 47, 1183-1208. doi:10.1177/0042085912449750
59.
NietoSBodeP. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Boston, MA: Pearson.
60.
NgJ. C. (2006). Understanding the impact of accountability on preservice teachers’ decisions about where to teach. Urban Review, 38, 353-372. doi:10.1007/s11256-006-0038-2
61.
OwenP. (2010). Increasing preservice teachers’ support of multicultural education. Multicultural Perspectives, 12(1), 18-25.
62.
PaccioneA. V. (2000). Developing a commitment to multicultural education. Teachers College Record, 102, 980-1005.
63.
PhilipT. M. (2013). Experience as college student activists: A strength and liability for prospective teachers of color in urban schools. Urban Education, 48, 44-68. doi:10.1177/0042085912461509
64.
PohanC. A.AguilarT. E. (2001). Measuring educators’ beliefs about diversity in personal and professional contexts. American Educational Research Journal, 38, 159-182.
65.
RodriguezD. (2009). Meeting the needs of English language learners with disabilities in urban settings. Urban Education, 44, 452-464. doi:10.1177/0042085909337598
66.
RossD. D.SmithW. (1992). Understanding preservice teachers’ perspectives on diversity. Journal of Teacher Education, 43(2), 94-103.
67.
RowanB.ChiangE. S.MillerR. J. (1997). Using research on employees’ performance to study the effects of teachers on students’ achievement. Sociology of Education, 70, 256-284.
68.
SableJ.PlottsC.MitchellL. (2010). Characteristics of the 100 largest public elementary and secondary school districts in the United States: 2008-09 (NCES 2011-301). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
69.
SaffoldF.Longwell-GriceH. (2008). White women preparing to teach in urban schools: Looking for similarity and finding difference. Journal of Urban Review, 40, 186-209. doi:10.1007/s11256-007-0069-3
70.
ScheurichJ. J. (1998). Highly successful and loving, public elementary schools populated mainly by low-SES children of color: Core beliefs and cultural characteristics. Urban Education, 33, 451-491.
71.
ScheurichJ.YoungM. D. (1997). Coloring epistemologies: Are our research epistemologies racially biased?Educational Researcher, 26(4), 4-16.
72.
ScottJ. (2006). The mission of the university: Medieval to post modern transformations. Journal of Higher Education, 77(1), 1-39. doi:10.1353/jhe.2006.0007
73.
SnipesJ.DolittleF.HerlihyC. (2002). Foundations for success: Case studies of how urban school systems improve student achievement. Washington, DC: Council of the Great City Schools.
74.
SotoL. D.KharemH. (2010). Teaching bilingual/bicultural children: Teachers talk about language and learning. New York, NY: Peter Lang.
75.
SullivanA. L.ArtilesA. J. (2011). Theorizing racial inequity in special education: Applying structural inequity theory to disproportionality. Urban Education, 46, 1526-1552. doi:10.1177/0042085911416014
SwartzE.BakariR. (2005). Development of the teaching in urban schools scale. Teaching and Teacher Education, 21, 829-841. doi:10.1016/j.tate.2005.05.014
78.
TabachnickB. G.FidellL. S. (1996). Using multivariate statistics (3rd ed.). New York, NY: HarperCollins.
79.
TatumA. W.MuhammadG. E. (2012). African American males and literacy development in contexts that are characteristically urban. Urban Education, 47, 434-463. doi:10.1177/0042085911429471
80.
TaylorA. (2008). Teaching and transcending basic skills. In PollockM. (Ed.), Everyday antiracism: Getting real about race in school (pp. 86-89). New York, NY: New Press.
81.
TaylorA.FrankenbergE. (2009). Exploring urban commitment of graduates from an urban-focused teacher education program. Equity & Excellence in Education, 42, 327-346. doi:10.1080/10665680903032344
82.
TaymansJ.TindleK.FreundM.OrtizD.HarrisL. (2012). Opening the black box: Influential elements of an effective urban professional development school. Urban Education, 47, 224-249. doi:10.1177/0042085911427742
83.
ThompsonC. (2007). Do urban k-8 teachers believe they were properly prepared to teach in urban schools? A case study of those who have left, those who have just begun, and those who have stayed (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 3259722)
84.
TiezziL.CrossB. (1997). Utilizing research on prospective teachers’ beliefs to inform urban field experiences. Urban Review, 29(2), 113-125.
85.
UllucciK.BatteyD. (2011). exposing color blindness/grounding color consciousness: Challenges for teacher education. Urban Education, 46, 1195-1225. doi:10.1177/0042085911413150
86.
WatsonD. (2011). “Urban, but not too urban”: Unpacking teachers’ desires to teach urban students. Journal of Teacher Education62(1), 23-34. doi:10.1177/0022487110379216
87.
WatsonD. (2012). Norming suburban: How teachers talk about race without using race words. Urban Education, 47, 983-1004. doi:10.1177/0042085912445642
88.
WigginsR. A.FolloE. J. (1999). Development of knowledge, attitudes, and commitment to teach diverse student populations. Journal of Teacher Education, 50(2), 94-105.
89.
ZeichnerK. M.GoreJ. (1990). Teacher socialization. In Robert HoustonW. (Ed.), Handbook of research on teacher education (pp. 329-348). New York, NY: Macmillan. Retrieved from http://ncrtl.msu.edu/http/ipapers/html/pdf/ip897.pdf
90.
ZeichnerK. M.TabanichB. R. (1985). The development of teacher perspectives: Social strategies and institutional control in the socialization of beginning teachers. Journal of Educational Psychology, 7, 1-25.
91.
ZimpherN. (1989). The RATE project: A profile of teacher education students. Journal of Teacher Education, 40(60), 22-31.
